Structuring User-Generated Content on Social Media with Multimodal Aspect-Based Sentiment Analysis

People post their opinions and experiences on social media, yielding rich databases of end users' sentiments. This paper shows to what extent machine learning can analyze and structure these databases. An automated data analysis pipeline is deployed to provide insights into user-generated content for researchers in other domains. First, the domain expert can select an image and a term of interest. Then, the pipeline uses image retrieval to find all images showing similar contents and applies aspect-based sentiment analysis to outline users' opinions about the selected term. As part of an interdisciplinary project between architecture and computer science researchers, an empirical study of Hamburg's Elbphilharmonie was conveyed on 300 thousand posts from the platform Flickr with the hashtag 'hamburg'. Image retrieval methods generated a subset of slightly more than 1.5 thousand images displaying the Elbphilharmonie. We found that these posts mainly convey a neutral or positive sentiment towards it. With this pipeline, we suggest a new big data analysis method that offers new insights into end-users opinions, e.g., for architecture domain experts.Comment: 9 pages, 5 figures, short paper version to be published at 9th IEEE/ACM International Conference on Big Data Computing, Applications and Technologies (BDCAT2022

An Analysis of Programming Course Evaluations Before and After the Introduction of an Autograder

Commonly, introductory programming courses in higher education institutions have hundreds of participating students eager to learn to program. The manual effort for reviewing the submitted source code and for providing feedback can no longer be managed. Manually reviewing the submitted homework can be subjective and unfair, particularly if many tutors are responsible for grading. Different autograders can help in this situation; however, there is a lack of knowledge about how autograders can impact students' overall perception of programming classes and teaching. This is relevant for course organizers and institutions to keep their programming courses attractive while coping with increasing students. This paper studies the answers to the standardized university evaluation questionnaires of multiple large-scale foundational computer science courses which recently introduced autograding. The differences before and after this intervention are analyzed. By incorporating additional observations, we hypothesize how the autograder might have contributed to the significant changes in the data, such as, improved interactions between tutors and students, improved overall course quality, improved learning success, increased time spent, and reduced difficulty. This qualitative study aims to provide hypotheses for future research to define and conduct quantitative surveys and data analysis. The autograder technology can be validated as a teaching method to improve student satisfaction with programming courses.Comment: Accepted full paper article on IEEE ITHET 202